Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1165
Title: Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community
Authors: Ross, Michael
Van Dusen, Ben
Otero, Valerie
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Ross, M., Van Dusen, B., & Otero, V. (2014). Becoming Agents of Change through Participation in a Teacher-Driven Professional Research Community. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 567-574.
Abstract: This study involves a theory-based teacher professional development model that was created to address two problems. First, dominant modes of science teacher professional development have been inadequate in helping teachers create learning environments that engage students in the practices of science, as called for most recently by the NGSS. Second, there is a lack of teacher presence and voice in the national dialogue on education reform and assessment. In this study, teachers led and participated in a professional community focusing on STEM education research. In this community, teachers became increasingly responsible for designing and enacting learning experiences for themselves and their colleagues. We investigated the characteristics of the science teachers' learning process. Findings suggest that teachers who participated in this model generated knowledge and practices about teaching and learning while simultaneously developing identities and practices as education reform advocates and agents of educational change.
URI: https://doi.dx.org/10.22318/icls2014.567
https://repository.isls.org//handle/1/1165
Appears in Collections:ICLS2014

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